Wednesday, May 21, 2014

Wonderful Wednesday

This morning we began our day with our weekly class meeting. Today, for the group share, the students had a "free choice". It was fun to listen to what was on their minds. Information shared ranged from, " my sister got her driver's license", to, "I'm going to Virginia this weekend", to , "I learned to walk in Canada".

Next we shared compliments...and there were lots of them today! It truly warmed my heart!!

Finally, we discussed our math personal academic goals during the challenge section. The children all chose goals that pertain to their memorization of the basic facts. Students plan to make their won flashcards and use Sum Dog. I am excited to see the motivation that is clearly evident towards owning those pesky facts!!

After our meeting we turned to our math rotations. When working in small group with me, the students practiced using correct math vocabulary to identify the similarities and differences amongst various quadrilaterals. During guided practice the students used playing cards to identify two factors, find their product and then write the other three equations in the fact family. Finally, during the technology rotation, students worked on their personal academic goal, using Sum Dog or making their own flash cards.

For HOMEWORK the students have another half sheet, timed basic facts activity to complete. We will have a basic fact QUIZ tomorrow, since Friday is Field Day.

While the children worked on their independent tasks for the week, I continued with my end of the year informal reading assessments and meeting with reading groups.

A reminder, this weeks tasks are...

Students will write a thank you note to an assigned visitor from Career Day.

Students will publish their issue inquiry project using Microsoft Word.

Students will watch an Educreations lesson teaching students how to turn heading into researchable questions and then read the text to identify the main ideas in a section of non-fiction.

Students will watch a video about using robots on assembly lines. Then they will choose a video about robot usage in automobiles and emergency rooms OR radio astronomy and school buses. Finally, they will describe how using robots as part of an assembly line affects producers, in their social studies journals.

Students will watch a Magic School Bus video about decomposition.

Sharks: We began group by reviewing the short vowel sounds and creating a word chain to practice writing words with them. Then we identified the sound the /ou/ pattern makes and practiced decoding words with that pattern. Finally, the students whisper read chapter 9, while I listened in, to find out what record Amelia had broken. For HOMEWORK the children need to reread chapter 9.

Following lunch and outdoor recess, the students continued working on their independent work assignments while I met with more groups.

Dolphins: The children practiced reading their word bag cards. Then we reviewed the vowels and the vowel/consonant/e pattern, where the e makes the vowel say it's name. We practiced using this to decode words. Finally, we orally summarized the book. For HOMEWORK the students need to reread the book and practice reading their word bag cards.

Cheetahs: We reviewed the short vowel sounds and then I read words and the students identified the short vowel sound that they heard. After that, we reviewed the vowel/consonant/e pattern and practiced decoding words with it. Finally, we shared last night's homework (what made them smile) and used that to discuss the rest of chapter 4. For HOMEWORK the children need to read the captions under the pictures on pages 47-54, choose their favorite and explain why on a sticky note.

Pandas: We shared last night's homework (write one thing you want to share) and, though that, discussed the line, "Giving into failure ruins many athletes' careers." It was a super discussion!!! Then the students turned the title for chapter 5 into a main idea question. For HOMEWORK they will read chapter 5 and answer their main idea question.

We ended the day by reviewing decomposition and organic material. Then we identified a straw and a button as examples of inorganic material. Next, the students added each to their jars, made a prediction of which type of material will decompose quicker and, finally, drew a picture of what they see in their jar today.